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Vol. 3 No. 2 (2010)
Vol. 3 No. 2 (2010)
DOI:
https://doi.org/10.21423/jume-v3i2
Published:
2010-12-16
EDITORIAL
How Is It That One Particular Statement Appeared Rather Than Another?: Opening a Different Space for Different Statements About Urban Mathematics Education
David W. Stinson
pp. 1–11
PDF
COMMENTARY
Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge
Danny Bernard Martin, Maisie L. Gholson, Jacqueline Leonard
pp. 12–24
PDF
RESPONSE COMMENTARY
“Both And”—Equity and Mathematics: A Response to Martin, Gholson, and Leonard
Jere Confrey
pp. 25–33
PDF
Engaging Students in Meaningful Mathematics Learning: Different Perspectives, Complementary Goals
Michael T. Battista
pp. 34–46
PDF
FIELD DISRUPTIONS AND FIELD CONNECTIONS
Voices, Echoes, and Narratives: Multidimensional Experiences of Three Teachers Immersed in Ethnomathematical Encounters in Morocco
Mekyah Q. McQueen, Stanley F. H. Shaheed, Curtis V. Goings, Iman C. Chahine
pp. 47–56
PDF
RESEARCH ARTICLES
Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives
Haiwen Chu, Laurie H. Rubel
pp. 57–76
PDF
Exploring the Nexus of African American Students’ Identity and Mathematics Achievement
Francis M. Nzuki
pp. 77–115
PDF
How Do We Learn? African American Elementary Students Learning Reform Mathematics in Urban Classrooms
Lanette R. Waddell
pp. 116–154
PDF
CRITICAL READS
A Mathematics Teacher Looks at Mathematics Educators Looking at Mathematics Education: A Review of "Culturally Responsive Mathematics Education"
John O. Wamsted
pp. 155–159
PDF
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